What Do Truly Accessible and Inclusive Playgrounds Look Like?
When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily
How Two Teachers Spark a Love of History with Their Wardrobes
How Parents Can Help Children with ADHD Thrive in Friendships
When parents practice good screen habits, it rubs off on the whole family
These students raised thousands to make their playground wheelchair-friendly
Play is crucial for middle schoolers, too
In elementary classrooms, demand grows for play-based learning
Young kids benefit from play. But what should it look like?
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The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n","blocks":[],"excerpt":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","status":"publish","parent":0,"modified":1711426216,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1368},"headData":{"title":"What Do Truly Accessible and Inclusive Playgrounds Look Like? | KQED","description":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63415","twTitle":"","twDescription":"","twImgId":"mindshift_63415","socialDescription":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Truly Accessible and Inclusive Playgrounds Look Like?","datePublished":"2024-03-26T03:50:05.000Z","dateModified":"2024-03-26T04:10:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Natalie Mackay toured her son’s elementary school, she asked how he might be included on the playground. The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","authors":["11759"],"categories":["mindshift_194","mindshift_20523"],"tags":["mindshift_388","mindshift_21409","mindshift_21718","mindshift_21117","mindshift_498","mindshift_21565"],"featImg":"mindshift_63417","label":"mindshift"},"mindshift_63184":{"type":"posts","id":"mindshift_63184","meta":{"index":"posts_1591205157","site":"mindshift","id":"63184","score":null,"sort":[1709636433000]},"guestAuthors":[],"slug":"when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","title":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily","publishDate":1709636433,"format":"standard","headTitle":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.hachettebookgroup.com/titles/dr-stephen-nowicki/raising-a-socially-successful-child/9780316516471/\">Raising a Socially Successful Child\u003c/a> by Stephen Nowicki. Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Childhood friendships involve four distinct phases: choosing, initiating, deepening and transitioning. Each phase plays a role in the development of social connections.","status":"publish","parent":0,"modified":1712104667,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1606},"headData":{"title":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily | KQED","description":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections.","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily","datePublished":"2024-03-05T11:00:33.000Z","dateModified":"2024-04-03T00:37:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.hachettebookgroup.com/titles/dr-stephen-nowicki/raising-a-socially-successful-child/9780316516471/\">Raising a Socially Successful Child\u003c/a> by Stephen Nowicki. Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","authors":["4354"],"categories":["mindshift_21512","mindshift_21385"],"tags":["mindshift_21250","mindshift_21488","mindshift_21036","mindshift_21336","mindshift_20568","mindshift_290","mindshift_498","mindshift_21565","mindshift_21134","mindshift_21213","mindshift_943","mindshift_20719"],"featImg":"mindshift_63186","label":"mindshift"},"mindshift_62588":{"type":"posts","id":"mindshift_62588","meta":{"index":"posts_1591205157","site":"mindshift","id":"62588","score":null,"sort":[1698019208000]},"guestAuthors":[],"slug":"how-two-teachers-spark-a-love-of-history-with-their-wardrobes","title":"How Two Teachers Spark a Love of History with Their Wardrobes","publishDate":1698019208,"format":"standard","headTitle":"How Two Teachers Spark a Love of History with Their Wardrobes | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Two teachers demonstrate the impact of dressing up play in the classroom. Explore their creative teaching methods and tips for making learning come alive.","status":"publish","parent":0,"modified":1713291361,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1579},"headData":{"title":"How Two Teachers Spark a Love of History with Their Wardrobes | KQED","description":"For Jazzi Goode and Tracey-Ann Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"For Jazzi Goode and Tracey-Ann Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Two Teachers Spark a Love of History with Their Wardrobes","datePublished":"2023-10-23T00:00:08.000Z","dateModified":"2024-04-16T18:16:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes","authors":["11721"],"categories":["mindshift_21357","mindshift_20579","mindshift_194","mindshift_193"],"tags":["mindshift_21534","mindshift_999","mindshift_21479","mindshift_21371","mindshift_1013","mindshift_21423","mindshift_498","mindshift_20616","mindshift_20557","mindshift_21007"],"featImg":"mindshift_62621","label":"mindshift"},"mindshift_61966":{"type":"posts","id":"mindshift_61966","meta":{"index":"posts_1591205157","site":"mindshift","id":"61966","score":null,"sort":[1689040845000]},"guestAuthors":[],"slug":"how-parents-can-help-children-with-adhd-thrive-in-friendships","title":"How Parents Can Help Children with ADHD Thrive in Friendships","publishDate":1689040845,"format":"standard","headTitle":"How Parents Can Help Children with ADHD Thrive in Friendships | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“Vibrant” is how Caroline Poisson describes her seven-year-old son. “He’s incredible, enthusiastic and curious,” she said. “And then there’s a side of what we call kryptonite and we talk about his ADHD brain, where there are some things that are just really hard for him.” \u003c/span>\u003ca href=\"https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/\">\u003cspan style=\"font-weight: 400\">Like many kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Poisson’s son struggles with executive function skills – the cognitive abilities that help people plan, stay organized, pay attention, control emotions and make decisions. Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Parental friendship coaching, a treatment model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","status":"publish","parent":0,"modified":1712104556,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1572},"headData":{"title":"How Parents Can Help Children with ADHD Thrive in Friendships | KQED","description":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Parents Can Help Children with ADHD Thrive in Friendships","datePublished":"2023-07-11T02:00:45.000Z","dateModified":"2024-04-03T00:35:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Vibrant” is how Caroline Poisson describes her seven-year-old son. “He’s incredible, enthusiastic and curious,” she said. “And then there’s a side of what we call kryptonite and we talk about his ADHD brain, where there are some things that are just really hard for him.” \u003c/span>\u003ca href=\"https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/\">\u003cspan style=\"font-weight: 400\">Like many kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Poisson’s son struggles with executive function skills – the cognitive abilities that help people plan, stay organized, pay attention, control emotions and make decisions. Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","authors":["11721"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_20862","mindshift_20882","mindshift_20955","mindshift_21074","mindshift_21336","mindshift_20870","mindshift_20568","mindshift_290","mindshift_498","mindshift_20774","mindshift_943"],"featImg":"mindshift_61968","label":"mindshift"},"mindshift_60436":{"type":"posts","id":"mindshift_60436","meta":{"index":"posts_1591205157","site":"mindshift","id":"60436","score":null,"sort":[1678845043000]},"guestAuthors":[],"slug":"when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","title":"When parents practice good screen habits, it rubs off on the whole family","publishDate":1678845043,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Sleepless”\u003c/a> (Penguin, 2022) by Heather Turgeon and Julie Wright.\u003c/em>\u003c/p>\n\u003cp>Little kids and teenagers model their behaviors (often subconsciously) after their parents, so if your phone is an appendage and your attention is continually drawn to it, this behavior pattern is more likely to be adopted by your kids. When you practice basic boundaries and good screen habits, this also rubs off on the whole family. Not only that, it signifies to your teen that your own sleep and well-being are a priority.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60810 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gen-sleepless-160x242.png\" alt=\"\" width=\"160\" height=\"242\">Parents have room for improvement in this arena: the majority of parents say they sleep with a mobile device next to their bed, and about 1 in 4 say they wake up to check their phone in the night. If you ask children about their parents’ screen behaviors, many will express disdain for the phone and say their mom or dad is always on it, and it’s hard to get their attention. Half of adolescents say their parent or caregiver is distracted by their cell phone when they’re trying to have a conversation with them.\u003c/p>\n\u003cp>Most parents are aware that babies and little kids need our attention, but we don’t appreciate how much teenagers do, too. They pick up on signs of distraction, like when our eyes are glued to a screen, when it takes many attempts to get our attention, or when we pick up our phones in every down moment as if the device is more interesting than the moment in front of us. It’s a huge relief to kids when we watch and listen. It makes them feel seen, validated, and understood. This is not just something we save for a big moment of “Hey, Mom, I need to talk to you.” Rather, teens pick up on our nuanced distraction all the time. In addition, if you regularly talk, text, and type in designations on your phone while you’re driving, your teen won’t take you seriously when you tell him how dangerous distracted driving is.\u003c/p>\n\u003cp>The irony is that parents are much more likely to turn to their phone when a child is acting out or a teen is non-responsive or withdrawn, creating a further breakdown in communication when they need us most. In these difficult moments, it’s easier to retreat to our corners and not to deal with what’s going on under the surface. It makes perfect sense that our instinct is to distract ourselves from the reality of how hard these moments can feel, but as we grow the habit of escaping to our screens, we get rustier and rustier at effective communication with our kids. By not giving up and turning to your own devices, you are refusing to be influenced by a force, created by technology, that is carrying you further and further from your teen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The antidote to this powerful pull of technology is two-fold. One, healthy screen habits, and two, the broader family elements that lead to greater well-being, connection, and sleep. We think of these elements like daily vitamin doses that keep everyone F-O-N-D of each other:\u003c/p>\n\u003cp>\u003cstrong>Family rituals:\u003c/strong> Teenagers grow more independent, but they continue to need the primary attachment to family. As kids get older, it’s important to protect the rituals of dinner together, movie night, Sunday morning hikes or throwing a baseball, bedtime routines, and so forth. Rituals are different from spontaneous times together, which are important too, because they are predictable and lead to a feeling of belonging and security. Too often we see families grow disconnected from each other while living under the same roof, and this is accentuated by electronic media. Research has found that kids who spent more time on non-screen activities, like in-person social interactions, sports or exercise, print media, and attending religious services, were less likely to have mental health issues. These real-world routines and rituals have clear benefits and help our kids grow a healthy sense of self, purpose, and connection to our family and community.\u003c/p>\n\u003cp>\u003cstrong>Open play:\u003c/strong> Play is an intrinsic human drive and it’s essential to the brain. \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\" target=\"_blank\" rel=\"noopener noreferrer\">Through play, kids learn to solve problems, stretch creativity, sustain attention, and feel joy, satisfaction, and accomplishment\u003c/a>. The trouble is that play (of the non-digital variety) can easily disappear as kids get older. Most people know that \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\" target=\"_blank\" rel=\"noopener noreferrer\">little kids need to play\u003c/a>, but as they mature, \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\" target=\"_blank\" rel=\"noopener noreferrer\">we respect this need less and less\u003c/a>. Psychologist Stuart Brown has researched play for decades, finding many connections between play (at all ages) and our happiness and fulfillment as individuals, resilience, flexibility and connection to each other as social beings. And says, “Nothing lights up the brain like play,” says Brown. What constitutes play is that it’s done for enjoyment and exploration (not necessarily an organized sport). Building a model robot, finding random materials to make a hangout spot, climbing a hill and rolling down, or just riding bikes around the neighborhood are examples. “The opposite of play is not work,” says Brown. “It’s depression.” Play is a component of happiness and it leads our kids, teens, and us as adults to feel better regulated, connected, and healthier — it’s basically an antidepressant, and should be protected as kids get older. Play — especially outdoors — improves our sleep. What’s amazing is how natural the drive is to play, so promoting it does not have to be fancy at all. All you need is the opportunity for play: time and space away from screens. When kids are together, without screens, they play together instinctively (as they get older, they just need a little warm up time). Don’t worry about the complaints of being bored or the resistance to getting outside. With time, the drive to play takes over.\u003c/p>\n\u003cp>\u003cstrong>Nature:\u003c/strong> Being in nature has been found to lower levels of stress hormones (which also helps us sleep), increase cognitive abilities, and improve mood. One study found that gardening for thirty minutes significantly reduced stress chemicals, even more than reading for the same amount of time. Another found that walking in nature reduced activity in the part of the brain responsible for rumination (continuously thinking about something that bothers you). Sunlight early in the day stimulates the brain to become alert, increases mood-improving neurochemicals, and deepens our sleep in the forthcoming night.\u003c/p>\n\u003cp>\u003cstrong>Downtime:\u003c/strong> If every moment of your day is accounted for, there is no opportunity to become bored, have a new idea or a spontaneous experience that isn’t pre-scripted. Downtime is easily squeezed by busy family life, but we find it helps everyone feel better when there’s some downtime built into each week. It sounds counterintuitive to schedule downtime, but that’s what most families need to do, and it works well.\u003c/p>\n\u003cp>The combination of healthy screen habits and F-O-N-D family elements improves sleep by feeding family connection, fun, and meaning, as well as keeping us in control of our devices, so we can enjoy their benefits, and then put them away.\u003c/p>\n\u003cfigure id=\"attachment_60437\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60437 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg\" alt=\"\" width=\"160\" height=\"114\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos.jpeg 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Generation Sleepless\" authors Heather Turgeon and Julie Wright\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.thehappysleeper.com/\">Heather Turgeon and Julie Wright\u003c/a> are psychotherapists, sleep specialists and authors of the popular parenting books, \"The Happy Sleeper\" and \"Now Say This.\" Their work has appeared in The New York Times, The Wall Street Journal, The Atlantic, The Washington Post and on several NPR shows. Turgeon lives in Los Angeles and has a (well-rested) tween and teen. Wright is the creator of one of LA’s best known parenting programs, The Wright Mommy and Me. She lives in New York City and has a young adult son.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Sleep therapists Heather Turgeon and Julie Wright offer strategies caregivers can use to shape family practices around phones, social media, and screen time.","status":"publish","parent":0,"modified":1678987452,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1318},"headData":{"title":"When parents practice good screen habits, it rubs off on the whole family | KQED","description":"Sleep therapists Heather Turgeon and Julie Wright offer strategies caregivers can use to shape family practices around phones, social media, and screen time.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When parents practice good screen habits, it rubs off on the whole family","datePublished":"2023-03-15T01:50:43.000Z","dateModified":"2023-03-16T17:24:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Sleepless”\u003c/a> (Penguin, 2022) by Heather Turgeon and Julie Wright.\u003c/em>\u003c/p>\n\u003cp>Little kids and teenagers model their behaviors (often subconsciously) after their parents, so if your phone is an appendage and your attention is continually drawn to it, this behavior pattern is more likely to be adopted by your kids. When you practice basic boundaries and good screen habits, this also rubs off on the whole family. Not only that, it signifies to your teen that your own sleep and well-being are a priority.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60810 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gen-sleepless-160x242.png\" alt=\"\" width=\"160\" height=\"242\">Parents have room for improvement in this arena: the majority of parents say they sleep with a mobile device next to their bed, and about 1 in 4 say they wake up to check their phone in the night. If you ask children about their parents’ screen behaviors, many will express disdain for the phone and say their mom or dad is always on it, and it’s hard to get their attention. Half of adolescents say their parent or caregiver is distracted by their cell phone when they’re trying to have a conversation with them.\u003c/p>\n\u003cp>Most parents are aware that babies and little kids need our attention, but we don’t appreciate how much teenagers do, too. They pick up on signs of distraction, like when our eyes are glued to a screen, when it takes many attempts to get our attention, or when we pick up our phones in every down moment as if the device is more interesting than the moment in front of us. It’s a huge relief to kids when we watch and listen. It makes them feel seen, validated, and understood. This is not just something we save for a big moment of “Hey, Mom, I need to talk to you.” Rather, teens pick up on our nuanced distraction all the time. In addition, if you regularly talk, text, and type in designations on your phone while you’re driving, your teen won’t take you seriously when you tell him how dangerous distracted driving is.\u003c/p>\n\u003cp>The irony is that parents are much more likely to turn to their phone when a child is acting out or a teen is non-responsive or withdrawn, creating a further breakdown in communication when they need us most. In these difficult moments, it’s easier to retreat to our corners and not to deal with what’s going on under the surface. It makes perfect sense that our instinct is to distract ourselves from the reality of how hard these moments can feel, but as we grow the habit of escaping to our screens, we get rustier and rustier at effective communication with our kids. By not giving up and turning to your own devices, you are refusing to be influenced by a force, created by technology, that is carrying you further and further from your teen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The antidote to this powerful pull of technology is two-fold. One, healthy screen habits, and two, the broader family elements that lead to greater well-being, connection, and sleep. We think of these elements like daily vitamin doses that keep everyone F-O-N-D of each other:\u003c/p>\n\u003cp>\u003cstrong>Family rituals:\u003c/strong> Teenagers grow more independent, but they continue to need the primary attachment to family. As kids get older, it’s important to protect the rituals of dinner together, movie night, Sunday morning hikes or throwing a baseball, bedtime routines, and so forth. Rituals are different from spontaneous times together, which are important too, because they are predictable and lead to a feeling of belonging and security. Too often we see families grow disconnected from each other while living under the same roof, and this is accentuated by electronic media. Research has found that kids who spent more time on non-screen activities, like in-person social interactions, sports or exercise, print media, and attending religious services, were less likely to have mental health issues. These real-world routines and rituals have clear benefits and help our kids grow a healthy sense of self, purpose, and connection to our family and community.\u003c/p>\n\u003cp>\u003cstrong>Open play:\u003c/strong> Play is an intrinsic human drive and it’s essential to the brain. \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\" target=\"_blank\" rel=\"noopener noreferrer\">Through play, kids learn to solve problems, stretch creativity, sustain attention, and feel joy, satisfaction, and accomplishment\u003c/a>. The trouble is that play (of the non-digital variety) can easily disappear as kids get older. Most people know that \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\" target=\"_blank\" rel=\"noopener noreferrer\">little kids need to play\u003c/a>, but as they mature, \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\" target=\"_blank\" rel=\"noopener noreferrer\">we respect this need less and less\u003c/a>. Psychologist Stuart Brown has researched play for decades, finding many connections between play (at all ages) and our happiness and fulfillment as individuals, resilience, flexibility and connection to each other as social beings. And says, “Nothing lights up the brain like play,” says Brown. What constitutes play is that it’s done for enjoyment and exploration (not necessarily an organized sport). Building a model robot, finding random materials to make a hangout spot, climbing a hill and rolling down, or just riding bikes around the neighborhood are examples. “The opposite of play is not work,” says Brown. “It’s depression.” Play is a component of happiness and it leads our kids, teens, and us as adults to feel better regulated, connected, and healthier — it’s basically an antidepressant, and should be protected as kids get older. Play — especially outdoors — improves our sleep. What’s amazing is how natural the drive is to play, so promoting it does not have to be fancy at all. All you need is the opportunity for play: time and space away from screens. When kids are together, without screens, they play together instinctively (as they get older, they just need a little warm up time). Don’t worry about the complaints of being bored or the resistance to getting outside. With time, the drive to play takes over.\u003c/p>\n\u003cp>\u003cstrong>Nature:\u003c/strong> Being in nature has been found to lower levels of stress hormones (which also helps us sleep), increase cognitive abilities, and improve mood. One study found that gardening for thirty minutes significantly reduced stress chemicals, even more than reading for the same amount of time. Another found that walking in nature reduced activity in the part of the brain responsible for rumination (continuously thinking about something that bothers you). Sunlight early in the day stimulates the brain to become alert, increases mood-improving neurochemicals, and deepens our sleep in the forthcoming night.\u003c/p>\n\u003cp>\u003cstrong>Downtime:\u003c/strong> If every moment of your day is accounted for, there is no opportunity to become bored, have a new idea or a spontaneous experience that isn’t pre-scripted. Downtime is easily squeezed by busy family life, but we find it helps everyone feel better when there’s some downtime built into each week. It sounds counterintuitive to schedule downtime, but that’s what most families need to do, and it works well.\u003c/p>\n\u003cp>The combination of healthy screen habits and F-O-N-D family elements improves sleep by feeding family connection, fun, and meaning, as well as keeping us in control of our devices, so we can enjoy their benefits, and then put them away.\u003c/p>\n\u003cfigure id=\"attachment_60437\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60437 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg\" alt=\"\" width=\"160\" height=\"114\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos.jpeg 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Generation Sleepless\" authors Heather Turgeon and Julie Wright\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.thehappysleeper.com/\">Heather Turgeon and Julie Wright\u003c/a> are psychotherapists, sleep specialists and authors of the popular parenting books, \"The Happy Sleeper\" and \"Now Say This.\" Their work has appeared in The New York Times, The Wall Street Journal, The Atlantic, The Washington Post and on several NPR shows. Turgeon lives in Los Angeles and has a (well-rested) tween and teen. Wright is the creator of one of LA’s best known parenting programs, The Wright Mommy and Me. She lives in New York City and has a young adult son.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","authors":["4354"],"categories":["mindshift_21445","mindshift_21491","mindshift_21385"],"tags":["mindshift_866","mindshift_21230","mindshift_20568","mindshift_21116","mindshift_498","mindshift_20816","mindshift_991","mindshift_21373","mindshift_166"],"featImg":"mindshift_60440","label":"mindshift"},"mindshift_61143":{"type":"posts","id":"mindshift_61143","meta":{"index":"posts_1591205157","site":"mindshift","id":"61143","score":null,"sort":[1677879974000]},"guestAuthors":[],"slug":"playground","title":"These students raised thousands to make their playground wheelchair-friendly","publishDate":1677879974,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When he'd go outside at recess, John Buettner would dream of learning the monkey-bars. The fifth-grader uses a wheelchair, so they aren't accessible to him—in fact, most of the playground at Glen Lake Elementary School isn't.\u003c/p>\n\u003cp>Meanwhile, Betsy Julien would look out from her classroom window as she ate lunch, at the students in their wheelchairs, and thought, \"Our playground is not set up for everybody in the school to play and have fun.\"\u003c/p>\n\u003cp>Julien's own son is a third-grader at Glen Lake, in the Minneapolis suburb of Hopkins, and he uses a wheelchair, too. \"So, this dream and passion of being able to have an accessible piece of equipment has been with me for a long time.\"\u003c/p>\n\u003cp>Now, thanks to this teacher and her students, that dream is about to come true in a bigger way than she ever imagined.\u003c/p>\n\u003cp>Last fall, Julien and a few of her colleagues applied for, and won, a grant for an accessible swing and merry-go-round. The grant fell $35,000 short of the amount the school needed, and so Julien came up with an idea: She asked her combined fifth- and sixth-grade class to help raise the rest.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her students jumped at the idea, and took it a step further. \"We were like, 'Why can't we make the whole playground accessible?' \" says sixth-grader Hadley Mangan. \"It was $300,000, which is a lot, but we knew we could do it.\" The next day, \u003ca href=\"https://www.glenlakepto.org/glen-lake-accessibility-project\">they launched a fundraiser online.\u003c/a>\u003c/p>\n\u003cp>Then, the students got to work. They brainstormed ideas on how to raise money: door-knocking, partnering with restaurants, handing out flyers, and even cold-calling local businesses. \"It takes a lot of work,\" says sixth-grader Raqiya Haji, \"because you have to write a script and see if they wanted to donate to us.\"\u003c/p>\n\u003cfigure id=\"attachment_61147\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61147 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1536x1023.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-2048x1364.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: 5th and 6th grade students from Glen Lake Elementary School in Hopkins, MN, look at sample playground designs made from concrete while on a tour at Landscape Structures in Delano, MN to see how playgrounds are designed and built. The group of elementary school children from Betsy Julien's class worked to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students say all that work has been worth it. \"If this never happened,\" Mangan says, the students with disabilities \"wouldn't enjoy recess as much, but I think they're going to be so happy because of our idea.\"\u003c/p>\n\u003cp>Julien's class reached their $300,000 goal in a matter of weeks, and have increased it twice since then. Now, they aim to raise $1 million so they can completely transform their playground. Anything they raise beyond their goal will go towards accessible equipment at neighboring schools, \"because if they see us doing this, they're going to want a playground, too,\" says Haji.\u003c/p>\n\u003cfigure id=\"attachment_61149\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61149\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1536x1023.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-2048x1364.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: John Buettner (center), a 5th grader at Glen Lake Elementary School in Hopkins, MN, speaks to his friends on the bus while visiting Landscape Structures to see how playgrounds are designed and built. Buettner has help lead an effort by students from Betsy Julien's class to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last week, Julien and Glen Lake Principal Jeff Radel loaded the students into two school buses for a field trip to tour the manufacturing plant that will make their playground a reality. They got to see how the equipment is built and even got to color in a blueprint of the playground design.\u003c/p>\n\u003cp>Fifth grader Caleigh Brace says she's most excited about the wheelchair-accessible zipline. Raqiya Haji can't wait to see the merry-go-round, which will be installed this summer along with a swing.\u003c/p>\n\u003cp>After the field trip, John Buettner says he can hardly believe how quickly an idea turned into reality. \"I feel astonished,\" he says, getting emotional as he talks about the effort his classmates and the entire community have put into this project.\u003c/p>\n\u003cfigure id=\"attachment_61151\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61151\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-800x1067.jpg\" alt=\"\" width=\"250\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-scaled.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: John Buettner, a 5th grader at Glen Lake Elementary School in Hopkins, MN, poses for a portrait while visiting Landscape Structures to see how playgrounds are designed and built. Buettner has help lead an effort by students from Betsy Julien's class to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While he may not be able to use the monkey bars, he says the new playground will open up a world of possibilities: \"All of this equipment is big enough for my friends and I to play on. I just feel some sense of capability.\"\u003c/p>\n\u003cp>Betsy Julien speaks through tears, too, when she reflects on the project and thinks about the playground's transformation when the work is done a year from now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"As a teacher, and a parent, my heart just swells with pride,\" she says. \"When you have a child who has special needs, you have so many hopes and dreams for their lives. You hope that the world is kind and accepting and inclusive for your child.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+students+raised+thousands+to+make+their+playground+wheelchair-friendly&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When a grant for accessible playground equipment didn't cover all the costs, the students at a Minnesota elementary school launched a fundraising campaign. ","status":"publish","parent":0,"modified":1678055078,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":905},"headData":{"title":"These students raised thousands to make their playground wheelchair-friendly | KQED","description":"When a grant for accessible playground equipment didn't cover all the costs, the students at a Minnesota elementary school launched a fundraising campaign.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"These students raised thousands to make their playground wheelchair-friendly","datePublished":"2023-03-03T21:46:14.000Z","dateModified":"2023-03-05T22:24:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"WpOldSlug":"__trashed-5","nprByline":"Jonaki Mehta","nprImageAgency":"Caroline Yang for NPR","nprStoryId":"1158958194","nprApiLink":"http://api.npr.org/query?id=1158958194&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/03/03/1158958194/these-students-raised-thousands-to-make-their-playground-wheelchair-friendly?ft=nprml&f=1158958194","nprRetrievedStory":"1","nprPubDate":"Fri, 03 Mar 2023 06:01:00 -0500","nprStoryDate":"Fri, 03 Mar 2023 06:01:13 -0500","nprLastModifiedDate":"Fri, 03 Mar 2023 06:01:13 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61143/playground","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When he'd go outside at recess, John Buettner would dream of learning the monkey-bars. The fifth-grader uses a wheelchair, so they aren't accessible to him—in fact, most of the playground at Glen Lake Elementary School isn't.\u003c/p>\n\u003cp>Meanwhile, Betsy Julien would look out from her classroom window as she ate lunch, at the students in their wheelchairs, and thought, \"Our playground is not set up for everybody in the school to play and have fun.\"\u003c/p>\n\u003cp>Julien's own son is a third-grader at Glen Lake, in the Minneapolis suburb of Hopkins, and he uses a wheelchair, too. \"So, this dream and passion of being able to have an accessible piece of equipment has been with me for a long time.\"\u003c/p>\n\u003cp>Now, thanks to this teacher and her students, that dream is about to come true in a bigger way than she ever imagined.\u003c/p>\n\u003cp>Last fall, Julien and a few of her colleagues applied for, and won, a grant for an accessible swing and merry-go-round. The grant fell $35,000 short of the amount the school needed, and so Julien came up with an idea: She asked her combined fifth- and sixth-grade class to help raise the rest.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her students jumped at the idea, and took it a step further. \"We were like, 'Why can't we make the whole playground accessible?' \" says sixth-grader Hadley Mangan. \"It was $300,000, which is a lot, but we knew we could do it.\" The next day, \u003ca href=\"https://www.glenlakepto.org/glen-lake-accessibility-project\">they launched a fundraiser online.\u003c/a>\u003c/p>\n\u003cp>Then, the students got to work. They brainstormed ideas on how to raise money: door-knocking, partnering with restaurants, handing out flyers, and even cold-calling local businesses. \"It takes a lot of work,\" says sixth-grader Raqiya Haji, \"because you have to write a script and see if they wanted to donate to us.\"\u003c/p>\n\u003cfigure id=\"attachment_61147\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61147 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1536x1023.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-2048x1364.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: 5th and 6th grade students from Glen Lake Elementary School in Hopkins, MN, look at sample playground designs made from concrete while on a tour at Landscape Structures in Delano, MN to see how playgrounds are designed and built. The group of elementary school children from Betsy Julien's class worked to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students say all that work has been worth it. \"If this never happened,\" Mangan says, the students with disabilities \"wouldn't enjoy recess as much, but I think they're going to be so happy because of our idea.\"\u003c/p>\n\u003cp>Julien's class reached their $300,000 goal in a matter of weeks, and have increased it twice since then. Now, they aim to raise $1 million so they can completely transform their playground. Anything they raise beyond their goal will go towards accessible equipment at neighboring schools, \"because if they see us doing this, they're going to want a playground, too,\" says Haji.\u003c/p>\n\u003cfigure id=\"attachment_61149\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61149\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1536x1023.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-2048x1364.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: John Buettner (center), a 5th grader at Glen Lake Elementary School in Hopkins, MN, speaks to his friends on the bus while visiting Landscape Structures to see how playgrounds are designed and built. Buettner has help lead an effort by students from Betsy Julien's class to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last week, Julien and Glen Lake Principal Jeff Radel loaded the students into two school buses for a field trip to tour the manufacturing plant that will make their playground a reality. They got to see how the equipment is built and even got to color in a blueprint of the playground design.\u003c/p>\n\u003cp>Fifth grader Caleigh Brace says she's most excited about the wheelchair-accessible zipline. Raqiya Haji can't wait to see the merry-go-round, which will be installed this summer along with a swing.\u003c/p>\n\u003cp>After the field trip, John Buettner says he can hardly believe how quickly an idea turned into reality. \"I feel astonished,\" he says, getting emotional as he talks about the effort his classmates and the entire community have put into this project.\u003c/p>\n\u003cfigure id=\"attachment_61151\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61151\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-800x1067.jpg\" alt=\"\" width=\"250\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-scaled.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: John Buettner, a 5th grader at Glen Lake Elementary School in Hopkins, MN, poses for a portrait while visiting Landscape Structures to see how playgrounds are designed and built. Buettner has help lead an effort by students from Betsy Julien's class to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While he may not be able to use the monkey bars, he says the new playground will open up a world of possibilities: \"All of this equipment is big enough for my friends and I to play on. I just feel some sense of capability.\"\u003c/p>\n\u003cp>Betsy Julien speaks through tears, too, when she reflects on the project and thinks about the playground's transformation when the work is done a year from now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"As a teacher, and a parent, my heart just swells with pride,\" she says. \"When you have a child who has special needs, you have so many hopes and dreams for their lives. You hope that the world is kind and accepting and inclusive for your child.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+students+raised+thousands+to+make+their+playground+wheelchair-friendly&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61143/playground","authors":["byline_mindshift_61143"],"categories":["mindshift_21364"],"tags":["mindshift_21471","mindshift_498","mindshift_21565"],"featImg":"mindshift_61146","label":"mindshift"},"mindshift_60253":{"type":"posts","id":"mindshift_60253","meta":{"index":"posts_1591205157","site":"mindshift","id":"60253","score":null,"sort":[1668682818000]},"guestAuthors":[],"slug":"play-is-crucial-for-middle-schoolers-too","title":"Play is crucial for middle schoolers, too","publishDate":1668682818,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">CHANTILLY, Va. — In Fairfax County, Virginia, thousands of middle school students experience what most of their peers leave behind in elementary school — recess.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The break is only 15 minutes long. But at Rocky Run Middle School, about 25 miles west of the nation’s capital, the seventh and eighth graders make the most of one of the few stretches of time in school that they can truly call their own. Fairfax County schools, a district of around 181,000 students, has taken an unusual step in mandating recess for all its middle school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a day in early fall, a large group of students tossed their backpacks in a messy pile and made a beeline towards the school’s blacktop for pickup basketball and soccer games. A kickball game started up on the baseball field, with a teacher handling pitching duties to keep the action moving. Smaller groups of students headed to the school’s gym, while others peeled off towards the cafeteria to play board games, get in some extra study time with their Chromebooks, or just chat with their friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a break after all this other stuff you have to do,” said 12-year-old Colin Bigley, a seventh grader playing the board game Sorry! with three friends. “Playing outside is also nice. You have the option of what you’re going to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aminah Naqvi, a 13-year-old eighth grader, loves the social time. She was hanging out with friends on the blacktop, shooting baskets. “You might not get to see your friends if you don’t have the same lunch,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even the school’s principal, Amy Goodloe, agrees that play is important. “There’s really high value for students and, I will underscore, teachers to have that break in the day,” she said. “We underestimate how important that is as a partner to academic learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60298\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play4-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Schools in Fairfax County, Virginia, made a 15-minute recess break mandatory for middle school. At Rocky Run Middle School in Chantilly, Virginia, dozens of students took the opportunity to get some fresh air. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Fairfax County is an exception. In most communities, opportunities for play and playful learning tend to recede in middle school, replaced by direct instruction, competitive sports and tightly structured academic time. Educators and researchers say students pay the price. Young adolescents go through profound \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31449373/\">\u003cspan style=\"font-weight: 400\">physical, emotional and physiological changes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">;\u003c/span>\u003cspan style=\"font-weight: 400\"> play inside and outside the classroom can provide one way \u003c/span>\u003ca href=\"https://cpb-us-e1.wpmucdn.com/sites.ucsc.edu/dist/a/409/files/2017/07/MSBT-Report-8.28.18-19gf2qp.pdf\">\u003cspan style=\"font-weight: 400\">for kids to develop healthy bonds with friends and become more self-confident\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach at a K-8 school, and when I look at these seventh and eighth graders, they’re no different than the kindergarteners,” said Robert Lane, a STEM teacher at the Sierra Verde STEAM Academy in Glendale, Arizona. “They get excited when I bring out Play Doh and googly eyes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane’s class is entirely built around playful learning. For example, the modeling clay and other crafts were used as part of a stop-motion animation project in his classroom. Other activities for the school’s older students included creating cardboard roller coasters to be judged by the school’s second graders and building a robot that can move without wheels.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60295\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60295\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Middle school students in Robert Lane’s STEM class dig through a box of supplies for a class project. Lane, a teacher at Sierra Verde STEAM Academy in Glendale, Arizona, says play is just as popular with older students as it is with the younger ones he works with. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I break them into groups where they don’t know each other and they just go all in,” said Lane, who also hosts a podcast as “Mr. Lane the STEM Guy.” The activities also give his students a chance to learn how to cooperate, accept failure when it happens, and solve problems as a team, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want these kids to have all these soft skills as they get ready to go to high school and to college,” Lane said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to developing soft skills, recess is a tool that can get adolescents moving more at a time of life when they become much more sedentary.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60296\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play2-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">In Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona, playful learning takes the place of lectures and workbooks. Lane says this type of work builds so-called “soft” skills like cooperation and resilience. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/182251\">\u003cspan style=\"font-weight: 400\">A 2008 study in the Journal of the American Medical Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used accelerometers to capture the activity levels of youth from ages 9 to 15. Nine-year-olds, on average, engaged in three hours of moderate to vigorous activity on weekends and weekdays, well above the \u003c/span>\u003ca href=\"https://www.cdc.gov/physicalactivity/basics/children/what_counts.htm\">\u003cspan style=\"font-weight: 400\">recommendation of 60 minutes a day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Centers for Disease Control and Prevention. The researchers found that activity levels plunged as children reached adolescence. By age 15, they were getting an average of 49 minutes on weekdays and 35 minutes on weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With benefits that appear so clear, why does middle school seem to mark an end to both unstructured play time and playful learning? There are several competing challenges, both logistical and social.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle schools generally have more students than elementary schools, and the students themselves are taller and heavier. It’s challenging for school leaders to find enough space and teacher supervision to manage hundreds of children during a break time. The supervision is particularly important because, while middle schoolers crave time with their friends, unstructured time like recess, lunchtime and passing between classes often offers \u003c/span>\u003ca href=\"https://violence.chop.edu/bullying-schools\">\u003cspan style=\"font-weight: 400\">fertile opportunities for bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60301\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play7-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Unstructured play and playful learning is usually left behind by middle school, but experts say adolescents need opportunities for play just as much as younger students. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County educators had to come up with new solutions. “The logistics were a little bit hard to figure out,” said Cynthia Conley, the principal of Washington Irving Middle School in Springfield, Virginia. Irving, with about \u003c/span>\u003ca href=\"https://schoolprofiles.fcps.edu/schlprfl/f?p=108:13:::NO::P0_CURRENT_SCHOOL_ID,P0_EDSL:151,0\">\u003cspan style=\"font-weight: 400\">1,200 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is one of the Fairfax County schools that has added recess to its schedule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have four lunch shifts, and we had to figure out how to have four breaks,” said Conley. To accommodate all the students on break at any given time, administrators have opened up several different recess areas for students, including the gym, the blacktop, and the library, which features chess sets, card games, and an exercise bike with a built-in bookstand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as their feet hit the outside they are shooting, throwing, whatever they have in mind,” Conley said. “I’ve heard people say, why do they need a break. If you can, find me an adult who doesn’t need a 15-minute break during their work day. Everybody takes a break, to look away from the screen a little bit.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60304\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60304\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Rocky Run Middle School in Chantilly, Virginia, provides several popular games, such as Connect 4, for students who want to play indoors during their 15-minute recess period. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">An additional challenge is that middle school students don’t think like younger students. Some athletic equipment won’t be enough to engage all, or even most of them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rebecca London, a professor of sociology at the University of California, Santa Cruz, has studied what happens when educators add break or recess time for middle school students. In the middle schools she observed, the sports activities were often dominated by older boys. Younger boys and girls, even athletes, tended to spend break times walking and talking unless schools made an extra effort to set up activities that would attract them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One powerful way to do that is for adults to play alongside students, even if adolescents sometimes act as if they want to get away from adults.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60303\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play9-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Adolescents often respond warmly when adults play along with them, and the adult presence often creates a safe space for those who are more shy or less athletic, say researchers. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as the adults start playing, the kids want to play,” London said. “Kids inherently crave that. It’s an opportunity for kids to be seen as an expert or a leader.” A warm adult presence also makes the situation feel safer for students who may not be sports stars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For all those reasons, it’s great to have adults out there leading games, connecting with students in different ways,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County piloted a middle school recess break for the 2021-22 school year. Last April, the school board \u003c/span>\u003ca href=\"https://wjla.com/news/local/an-important-break-recess-will-soon-be-required-at-all-fairfax-county-middle-schools\">\u003cspan style=\"font-weight: 400\">voted to make the break mandatory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all the district’s middle schools, starting in 2022-23. \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CCLKUS53985E/%24file/P2100.3%20Wellness%20Policy03.24.2022.pdf\">\u003cspan style=\"font-weight: 400\">District policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for elementary students requires at least 30 minutes of recess a day over two segments. There is no recess policy in the district for high school students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60302\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60302\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students watch a kickball game during recess at Rocky Run Middle School in Chantilly, Virginia. Fairfax County schools implemented a recess period for all of its middle schools, starting in the 2022-23 school year. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates for the change say it filled a real need. “All of our students need some time to rejuvenate,” said Ricardy Anderson, one of the champions of the recess policy on the school board and a former middle school principal. “We have middle school students that get into the building at 7:15 in the morning and they don’t leave the building until 2:30.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anderson said that’s why it’s essential for students “to have a little bit of freedom to do what they’d like to do — to be free of the noise of the cafeteria. just to get some fresh air, just to have a little break in the day. The outdoors component is even more critical.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of elementary school children are often the driving force behind recess policies, but London, the sociology professor, hasn’t seen that same level of energy behind break times for older students. She thinks the isolation kids experienced during the first phase of the pandemic makes break time even more crucial. “It’s going to take a long time before these kids are fully recovered,” she said. “We may need even more play for older kids.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60297\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop-motion animation project in Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane, at the Sierra STEAM Academy, said that another barrier may be parents and school administrators who may not see the importance of playful learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are under so much pressure to get to a certain point,” he said, and they’re also under a microscope. Parents might not understand why class time is spent on playful learning as opposed to more clearly academic pursuits, for example. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventh and eighth graders spend a quarter each year engaged in hands-on projects in his classroom, adding up to a semester of active learning. These activities allow students to explore their passions and also understand why failure is part of learning, Lane said. “That’s a K-8 thing, campus-wide. We don’t get frustrated. We come back, we play smarter. And the seventh and eighth graders, they crave it.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60305\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60305\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Because Rocky Run Middle has to accommodate hundreds of students during its mandatory recess period, administrators open several spaces, including the gym. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the difficulties that may come with figuring out how to squeeze play into upper grades, London said school leaders have the benefit of a set of opinionated experts — the students themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re going to start a recess, you should ask your students what they want to do in that time,” he said. “You can even create a school climate task force; the students who volunteer to help think about that time can be tapped as leaders. They know what they need.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/play-is-crucial-for-middle-schoolers-too/\">middle school and play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Report newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Unstructured time and playful learning are as essential for middle school students as they are for younger children, say researchers and educators. Play offers an opportunity for students to bond with their friends and learn “soft skills” that will serve them well in college and beyond. ","status":"publish","parent":0,"modified":1668552826,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2138},"headData":{"title":"Play is crucial for middle schoolers, too - MindShift","description":"Play for middle school students offers an opportunity for physical activity and learning “soft skills” that will serve them well in college and beyond.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Play is crucial for middle schoolers, too","datePublished":"2022-11-17T11:00:18.000Z","dateModified":"2022-11-15T22:53:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60253 https://ww2.kqed.org/mindshift/?p=60253","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/17/play-is-crucial-for-middle-schoolers-too/","disqusTitle":"Play is crucial for middle schoolers, too","nprByline":"Christina A. Samuels, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60253/play-is-crucial-for-middle-schoolers-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">CHANTILLY, Va. — In Fairfax County, Virginia, thousands of middle school students experience what most of their peers leave behind in elementary school — recess.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The break is only 15 minutes long. But at Rocky Run Middle School, about 25 miles west of the nation’s capital, the seventh and eighth graders make the most of one of the few stretches of time in school that they can truly call their own. Fairfax County schools, a district of around 181,000 students, has taken an unusual step in mandating recess for all its middle school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a day in early fall, a large group of students tossed their backpacks in a messy pile and made a beeline towards the school’s blacktop for pickup basketball and soccer games. A kickball game started up on the baseball field, with a teacher handling pitching duties to keep the action moving. Smaller groups of students headed to the school’s gym, while others peeled off towards the cafeteria to play board games, get in some extra study time with their Chromebooks, or just chat with their friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a break after all this other stuff you have to do,” said 12-year-old Colin Bigley, a seventh grader playing the board game Sorry! with three friends. “Playing outside is also nice. You have the option of what you’re going to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aminah Naqvi, a 13-year-old eighth grader, loves the social time. She was hanging out with friends on the blacktop, shooting baskets. “You might not get to see your friends if you don’t have the same lunch,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even the school’s principal, Amy Goodloe, agrees that play is important. “There’s really high value for students and, I will underscore, teachers to have that break in the day,” she said. “We underestimate how important that is as a partner to academic learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60298\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play4-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Schools in Fairfax County, Virginia, made a 15-minute recess break mandatory for middle school. At Rocky Run Middle School in Chantilly, Virginia, dozens of students took the opportunity to get some fresh air. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Fairfax County is an exception. In most communities, opportunities for play and playful learning tend to recede in middle school, replaced by direct instruction, competitive sports and tightly structured academic time. Educators and researchers say students pay the price. Young adolescents go through profound \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31449373/\">\u003cspan style=\"font-weight: 400\">physical, emotional and physiological changes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">;\u003c/span>\u003cspan style=\"font-weight: 400\"> play inside and outside the classroom can provide one way \u003c/span>\u003ca href=\"https://cpb-us-e1.wpmucdn.com/sites.ucsc.edu/dist/a/409/files/2017/07/MSBT-Report-8.28.18-19gf2qp.pdf\">\u003cspan style=\"font-weight: 400\">for kids to develop healthy bonds with friends and become more self-confident\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach at a K-8 school, and when I look at these seventh and eighth graders, they’re no different than the kindergarteners,” said Robert Lane, a STEM teacher at the Sierra Verde STEAM Academy in Glendale, Arizona. “They get excited when I bring out Play Doh and googly eyes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane’s class is entirely built around playful learning. For example, the modeling clay and other crafts were used as part of a stop-motion animation project in his classroom. Other activities for the school’s older students included creating cardboard roller coasters to be judged by the school’s second graders and building a robot that can move without wheels.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60295\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60295\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Middle school students in Robert Lane’s STEM class dig through a box of supplies for a class project. Lane, a teacher at Sierra Verde STEAM Academy in Glendale, Arizona, says play is just as popular with older students as it is with the younger ones he works with. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I break them into groups where they don’t know each other and they just go all in,” said Lane, who also hosts a podcast as “Mr. Lane the STEM Guy.” The activities also give his students a chance to learn how to cooperate, accept failure when it happens, and solve problems as a team, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want these kids to have all these soft skills as they get ready to go to high school and to college,” Lane said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to developing soft skills, recess is a tool that can get adolescents moving more at a time of life when they become much more sedentary.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60296\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play2-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">In Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona, playful learning takes the place of lectures and workbooks. Lane says this type of work builds so-called “soft” skills like cooperation and resilience. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/182251\">\u003cspan style=\"font-weight: 400\">A 2008 study in the Journal of the American Medical Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used accelerometers to capture the activity levels of youth from ages 9 to 15. Nine-year-olds, on average, engaged in three hours of moderate to vigorous activity on weekends and weekdays, well above the \u003c/span>\u003ca href=\"https://www.cdc.gov/physicalactivity/basics/children/what_counts.htm\">\u003cspan style=\"font-weight: 400\">recommendation of 60 minutes a day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Centers for Disease Control and Prevention. The researchers found that activity levels plunged as children reached adolescence. By age 15, they were getting an average of 49 minutes on weekdays and 35 minutes on weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With benefits that appear so clear, why does middle school seem to mark an end to both unstructured play time and playful learning? There are several competing challenges, both logistical and social.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle schools generally have more students than elementary schools, and the students themselves are taller and heavier. It’s challenging for school leaders to find enough space and teacher supervision to manage hundreds of children during a break time. The supervision is particularly important because, while middle schoolers crave time with their friends, unstructured time like recess, lunchtime and passing between classes often offers \u003c/span>\u003ca href=\"https://violence.chop.edu/bullying-schools\">\u003cspan style=\"font-weight: 400\">fertile opportunities for bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60301\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play7-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Unstructured play and playful learning is usually left behind by middle school, but experts say adolescents need opportunities for play just as much as younger students. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County educators had to come up with new solutions. “The logistics were a little bit hard to figure out,” said Cynthia Conley, the principal of Washington Irving Middle School in Springfield, Virginia. Irving, with about \u003c/span>\u003ca href=\"https://schoolprofiles.fcps.edu/schlprfl/f?p=108:13:::NO::P0_CURRENT_SCHOOL_ID,P0_EDSL:151,0\">\u003cspan style=\"font-weight: 400\">1,200 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is one of the Fairfax County schools that has added recess to its schedule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have four lunch shifts, and we had to figure out how to have four breaks,” said Conley. To accommodate all the students on break at any given time, administrators have opened up several different recess areas for students, including the gym, the blacktop, and the library, which features chess sets, card games, and an exercise bike with a built-in bookstand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as their feet hit the outside they are shooting, throwing, whatever they have in mind,” Conley said. “I’ve heard people say, why do they need a break. If you can, find me an adult who doesn’t need a 15-minute break during their work day. Everybody takes a break, to look away from the screen a little bit.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60304\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60304\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Rocky Run Middle School in Chantilly, Virginia, provides several popular games, such as Connect 4, for students who want to play indoors during their 15-minute recess period. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">An additional challenge is that middle school students don’t think like younger students. Some athletic equipment won’t be enough to engage all, or even most of them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rebecca London, a professor of sociology at the University of California, Santa Cruz, has studied what happens when educators add break or recess time for middle school students. In the middle schools she observed, the sports activities were often dominated by older boys. Younger boys and girls, even athletes, tended to spend break times walking and talking unless schools made an extra effort to set up activities that would attract them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One powerful way to do that is for adults to play alongside students, even if adolescents sometimes act as if they want to get away from adults.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60303\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play9-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Adolescents often respond warmly when adults play along with them, and the adult presence often creates a safe space for those who are more shy or less athletic, say researchers. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as the adults start playing, the kids want to play,” London said. “Kids inherently crave that. It’s an opportunity for kids to be seen as an expert or a leader.” A warm adult presence also makes the situation feel safer for students who may not be sports stars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For all those reasons, it’s great to have adults out there leading games, connecting with students in different ways,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County piloted a middle school recess break for the 2021-22 school year. Last April, the school board \u003c/span>\u003ca href=\"https://wjla.com/news/local/an-important-break-recess-will-soon-be-required-at-all-fairfax-county-middle-schools\">\u003cspan style=\"font-weight: 400\">voted to make the break mandatory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all the district’s middle schools, starting in 2022-23. \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CCLKUS53985E/%24file/P2100.3%20Wellness%20Policy03.24.2022.pdf\">\u003cspan style=\"font-weight: 400\">District policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for elementary students requires at least 30 minutes of recess a day over two segments. There is no recess policy in the district for high school students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60302\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60302\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students watch a kickball game during recess at Rocky Run Middle School in Chantilly, Virginia. Fairfax County schools implemented a recess period for all of its middle schools, starting in the 2022-23 school year. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates for the change say it filled a real need. “All of our students need some time to rejuvenate,” said Ricardy Anderson, one of the champions of the recess policy on the school board and a former middle school principal. “We have middle school students that get into the building at 7:15 in the morning and they don’t leave the building until 2:30.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anderson said that’s why it’s essential for students “to have a little bit of freedom to do what they’d like to do — to be free of the noise of the cafeteria. just to get some fresh air, just to have a little break in the day. The outdoors component is even more critical.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of elementary school children are often the driving force behind recess policies, but London, the sociology professor, hasn’t seen that same level of energy behind break times for older students. She thinks the isolation kids experienced during the first phase of the pandemic makes break time even more crucial. “It’s going to take a long time before these kids are fully recovered,” she said. “We may need even more play for older kids.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60297\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop-motion animation project in Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane, at the Sierra STEAM Academy, said that another barrier may be parents and school administrators who may not see the importance of playful learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are under so much pressure to get to a certain point,” he said, and they’re also under a microscope. Parents might not understand why class time is spent on playful learning as opposed to more clearly academic pursuits, for example. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventh and eighth graders spend a quarter each year engaged in hands-on projects in his classroom, adding up to a semester of active learning. These activities allow students to explore their passions and also understand why failure is part of learning, Lane said. “That’s a K-8 thing, campus-wide. We don’t get frustrated. We come back, we play smarter. And the seventh and eighth graders, they crave it.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60305\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60305\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Because Rocky Run Middle has to accommodate hundreds of students during its mandatory recess period, administrators open several spaces, including the gym. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the difficulties that may come with figuring out how to squeeze play into upper grades, London said school leaders have the benefit of a set of opinionated experts — the students themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re going to start a recess, you should ask your students what they want to do in that time,” he said. “You can even create a school climate task force; the students who volunteer to help think about that time can be tapped as leaders. They know what they need.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/play-is-crucial-for-middle-schoolers-too/\">middle school and play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Report newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60253/play-is-crucial-for-middle-schoolers-too","authors":["byline_mindshift_60253"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_767","mindshift_21078","mindshift_21473","mindshift_21214","mindshift_21184","mindshift_145","mindshift_46","mindshift_498"],"featImg":"mindshift_60300","label":"mindshift"},"mindshift_60255":{"type":"posts","id":"mindshift_60255","meta":{"index":"posts_1591205157","site":"mindshift","id":"60255","score":null,"sort":[1668596451000]},"guestAuthors":[],"slug":"in-elementary-classrooms-demand-grows-for-play-based-learning","title":"In elementary classrooms, demand grows for play-based learning","publishDate":1668596451,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">OKLAHOMA CITY — Two third-graders sat on the floor of their classroom and lined up a row of dominoes along the edge of a low-lying table. They positioned themselves at each end of the row of rectangles, leaned in, and blew. The dominoes tumbled forward, crashing into each other. The girls flung their heads back and laughed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another part of the room, two students spontaneously connected a set of wooden orbs to sticks to mimic planets circling a sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a solar system,” one of the students said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third-graders in Crystal O’Brien’s class darted from station to station — laughing, arguing, playing. But it wasn’t indoor recess — play is one of the ways students learn every day in O’Brien’s science and social studies class at Shidler Elementary School. Throughout the day, O’Brien weaves free and structured play into her class time. During structured play, O’Brien guides the topic and provides parameters. But during free play, she only asks them to connect something they learned that day to their chosen play activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They are able to choose whatever materials they want to play with in the room, but I encourage them to think about what we've been doing in our science block when they're playing,” O’Brien said. “And sometimes they'll just naturally do that. They'll tell me, ‘Look, this is an example of gravity. This is an unbalanced force. This is a chain reaction.’”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While play-based learning remains relatively rare in elementary classrooms, Oklahoma City is among a small number of school districts across the country experimenting with increased play time for children as old as 8 or 9. In Watertown, New York, for example, educators have been teaching through play in pre-K and kindergarten for years, said former Superintendent Patti LaBarr, but the district recently shifted to encouraging play for older elementary students, too. And in Austin, Texas, one school official has started training elementary teachers to use Lego Education products toys as a play-based learning tool during class time.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60270\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60270\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary4-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A third grade student sets the last domino down in a row along the edge of a table while playing in Crystal O’Brien’s classroom at Shidler Elementary School in Oklahoma City. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The growing focus on play in older grades is not always easy, as teachers contend with pressure to meet standardized testing mandates and a lack of support from some administrators. But educators who have turned to play-based learning say the approach is particularly helpful now, as pandemic disruptions have left students with social, emotional and behavioral gaps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to explain what play-based learning looks like, said Mara Krechevsky, senior researcher at Project Zero, an education research group in Harvard’s Graduate School of Education. Over the past seven years, Krechevsky and her research team have been working on a project called the \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/pedagogy-of-play\">\u003cspan style=\"font-weight: 400\">Pedagogy of Play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, studying play-based learning at schools in Boston, Denmark, South Africa and Colombia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through their research, Krechevsky’s group came up with three basic tenets for playful learning: students should be able to help lead their own learning, explore the unknown, and find joy. Under this framework, play time doesn’t have to be the reward for completing work and learning. Play can actually be the work, Krechevsky said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the impetus for the shift in Oklahoma City comes from Stephanie Hinton, who started overseeing pre-K through second grade at Oklahoma City Public Schools a few years ago. She knew she wanted to encourage hands-on, playful learning as much as possible. The approach worked for her as a teacher, and it’s \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">backed up by research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Shidler Elementary, most students qualify for free and reduced lunch and test scores have \u003c/span>\u003ca href=\"https://oklaschools.com/school/988/\">\u003cspan style=\"font-weight: 400\">historically been low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s the kind of school where, typically, it’s difficult to get everyone on board with play-based learning, Hinton said. Despite those challenges, play has begun to catch on in its classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is this push for skill and drill in schools and communities where we're not passing the test,” Hinton said. It can be easy to think the solution is assigning more schoolwork and sending home more worksheets, Hinton added. That’s because worksheets are black and white — either the student knows the answer to the questions on the assignment or they don’t. But Hinton said regurgitating answers on a piece of paper isn’t a sign of understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not authentic, it’s not true learning,” she said. \"And we know from research that when it comes down to it, it hasn’t engaged enough of the brain to make it permanent learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60269\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60269\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Crystal O’Brien, center, plays with her third grade students during free play time in her classroom at Shidler Elementary School in Oklahoma City. Free play, which is when O’Brien lets students play any way they want, is a regular part of their class time. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But letting kids learn through play is hard to grasp for educators who have been trained to follow the rules and structure of a traditional school setting, said Peg Drappo, who runs the pre-K program in Watertown City School District in New York. Watertown began to increase its focus on playful learning in 2015, when the district received a federal grant that helped expand play in its pre-K program. In the seven years since, Drappo and the district’s superintendent have been helping teachers of the older grades who approached them about adding play to their own classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she was an elementary school principal several years ago, Drappo didn’t understand what playful learning was supposed to look like. Now, when she speaks at conferences on play-based learning, she tells a story about visiting a kindergarten classroom when she was a principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids were all over the place, all over the floor doing things — just like a kindergarten classroom should be. But I did not know this world of pre-K and play, so I said to [the teacher], ‘I'll come back to your classroom when you're teaching,’” Drappo said. “Now when I walk into a classroom and it’s loud and a teacher apologizes, I say, ‘Stop apologizing. This is how it’s supposed to sound.’”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60271\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60271\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A group of third graders in Crystal O’Brien’s class at Shidler Elementary School in Oklahoma City play with toys during a part of class time in which they are allowed to play however they want. At other times of the day, O’Brien guides the students through playful lessons. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oklahoma, playful learning has support from lawmakers as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before becoming a teacher, Oklahoma state Rep. Jacob Rosecrants, a Democrat, thought all students were taught lessons through play. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I became a teacher back in 2012 and I realized it’s [play] not even accepted anymore as a way to learn, even in the younger grades,” Rosecrants said. “Some schools do it great, but I'm talking about the way that I learned — going outside, playing, discovering — that type of thing was not something that was focused on in any of the public schools I went to [as a teacher].” (Rosecrants left teaching in 2017 when he was elected to represent Norman, Oklahoma in the state house.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school teacher, Rosecrants said, he rebelled against the idea that students should learn via memorization, drills, and worksheets. In 2021, the Oklahoma legislature \u003c/span>\u003ca href=\"http://webserver1.lsb.state.ok.us/cf_pdf/2021-22%20ENR/hB/HB1569%20ENR.PDF\">\u003cspan style=\"font-weight: 400\">passed a law\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that encourages the use of play in pre-K through third grade classrooms. The law, which was written by Rosecrants with bi-partisan assistance, also forbids administrators from prohibiting educators’ use of a play-based approach to teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I've had a lot of teachers who asked me to print it out so they can post it in their classroom, because administrators will come in and be like, ‘Hey, we gotta hit this standard, what are you doing?’ And they're like, ‘Well, we're hitting this standard, but we're [doing it] with blocks,’” Rosecrants said. “I want to add a piece to [the law] probably this year … to require training for play-based learning for all administrators in pre-K through third grade.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60273\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Educators at Blake Manor Elementary School say that students learn important math and problem-solving skills while they build, code and play with robots. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools are trying to increase play by turning to STEM-focused activities, like building robots with Lego Education products. Manor Independent School District, a district of about 9,000 students just east of Austin, Texas, launched a robotics program around a decade ago, in an attempt to bring more playful learning to students in the early years of elementary school. For several years, robotics was mostly confined to an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jacob Luevano, the innovative teaching strategist at Manor ISD, said he has been working to train teachers to integrate robotics into their classrooms. “I think now more than ever, we need [playful learning] in the classrooms,\" Luevano said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, Luevano has had more success in getting robotics activities introduced to classrooms in kindergarten through second grade than in upper elementary, which he attributes, in part, to the pressure of standardized testing that starts in third grade. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60272\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60272\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary7-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\">\u003cfigcaption class=\"wp-caption-text\">A student at Blake Manor Elementary School in Manor, Texas, works on a Lego Robotics program during a morning meeting of the school's robotics club. The Manor Independent School District is trying to increase play opportunities for students by using Lego Robotics. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">As children recover from the isolation of the Covid-19 pandemic, active, playful learning is more important than ever because it strengthens social and emotional skills, said Hinton in Oklahoma City. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This isn't just about play. This is about building relationships, and social-emotional learning,” Hinton said. “Sometimes when an adult is losing their mind about something, I think: I wonder what your play behaviors were like as a child?” It helps, she clarifies, if children have already experienced losing in a cooperative setting — whether at Monopoly, Hi Ho! Cherry-O or another game. “How you handle that, it says a lot about where you are in your social emotional development,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In O’Brien’s classroom in Oklahoma City, there are no desks. Instead, students sit at round tables or on a rug in front of the whiteboard, depending on the activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, the class learned about static electricity. O’Brien set up stations with different items — balloons, tissue, paper — to show the kids how static electricity works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I asked them to figure out how they could make these different materials move without directly touching them,” O’Brien said. After that, she led a discussion on what the students discovered and presented them with some technical, scientific terms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year is O’Brien’s first back at Shidler Elementary. She left the district in 2021 to get a master’s degree in early childhood education and work at a private preschool in Colorado that uses the \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/19/parenting/reggio-emilia-preschool.html\">\u003cspan style=\"font-weight: 400\">Reggio Emilia approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to teaching, an approach born in Italy that encompasses significant play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other play-based programs, Reggio Emilia is most often seen in private and affluent preschool classrooms. When O’Brien made the decision to return to Shidler Elementary, she was partly on a mission to bring play-based learning to a public setting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not something that should just be for the elite, and I think all children can benefit from learning this way,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/in-elementary-classrooms-demand-grows-for-play-based-learning/\">play-based learning\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Reporter newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Jackie Mader contributed reporting to this story.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Correction: This story has been updated to note that Manor ISD in Texas is using LEGO Education products.\u003c/p>\n\n","blocks":[],"excerpt":"As students returned from remote learning with gaps in social emotional skills, elementary schools across the United States have started teaching more students through play — an approach to learning typically confined to preschools.","status":"publish","parent":0,"modified":1668710811,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2122},"headData":{"title":"In elementary classrooms, demand grows for play-based learning - MindShift","description":"As students returned from remote learning with gaps in social emotional skills, elementary schools across the United States have started teaching more students through play — an approach to learning typically confined to preschools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In elementary classrooms, demand grows for play-based learning","datePublished":"2022-11-16T11:00:51.000Z","dateModified":"2022-11-17T18:46:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60255 https://ww2.kqed.org/mindshift/?p=60255","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/16/in-elementary-classrooms-demand-grows-for-play-based-learning/","disqusTitle":"In elementary classrooms, demand grows for play-based learning","nprByline":"Ariel Gilreath, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60255/in-elementary-classrooms-demand-grows-for-play-based-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">OKLAHOMA CITY — Two third-graders sat on the floor of their classroom and lined up a row of dominoes along the edge of a low-lying table. They positioned themselves at each end of the row of rectangles, leaned in, and blew. The dominoes tumbled forward, crashing into each other. The girls flung their heads back and laughed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another part of the room, two students spontaneously connected a set of wooden orbs to sticks to mimic planets circling a sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a solar system,” one of the students said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third-graders in Crystal O’Brien’s class darted from station to station — laughing, arguing, playing. But it wasn’t indoor recess — play is one of the ways students learn every day in O’Brien’s science and social studies class at Shidler Elementary School. Throughout the day, O’Brien weaves free and structured play into her class time. During structured play, O’Brien guides the topic and provides parameters. But during free play, she only asks them to connect something they learned that day to their chosen play activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They are able to choose whatever materials they want to play with in the room, but I encourage them to think about what we've been doing in our science block when they're playing,” O’Brien said. “And sometimes they'll just naturally do that. They'll tell me, ‘Look, this is an example of gravity. This is an unbalanced force. This is a chain reaction.’”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While play-based learning remains relatively rare in elementary classrooms, Oklahoma City is among a small number of school districts across the country experimenting with increased play time for children as old as 8 or 9. In Watertown, New York, for example, educators have been teaching through play in pre-K and kindergarten for years, said former Superintendent Patti LaBarr, but the district recently shifted to encouraging play for older elementary students, too. And in Austin, Texas, one school official has started training elementary teachers to use Lego Education products toys as a play-based learning tool during class time.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60270\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60270\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary4-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A third grade student sets the last domino down in a row along the edge of a table while playing in Crystal O’Brien’s classroom at Shidler Elementary School in Oklahoma City. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The growing focus on play in older grades is not always easy, as teachers contend with pressure to meet standardized testing mandates and a lack of support from some administrators. But educators who have turned to play-based learning say the approach is particularly helpful now, as pandemic disruptions have left students with social, emotional and behavioral gaps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to explain what play-based learning looks like, said Mara Krechevsky, senior researcher at Project Zero, an education research group in Harvard’s Graduate School of Education. Over the past seven years, Krechevsky and her research team have been working on a project called the \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/pedagogy-of-play\">\u003cspan style=\"font-weight: 400\">Pedagogy of Play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, studying play-based learning at schools in Boston, Denmark, South Africa and Colombia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through their research, Krechevsky’s group came up with three basic tenets for playful learning: students should be able to help lead their own learning, explore the unknown, and find joy. Under this framework, play time doesn’t have to be the reward for completing work and learning. Play can actually be the work, Krechevsky said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the impetus for the shift in Oklahoma City comes from Stephanie Hinton, who started overseeing pre-K through second grade at Oklahoma City Public Schools a few years ago. She knew she wanted to encourage hands-on, playful learning as much as possible. The approach worked for her as a teacher, and it’s \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">backed up by research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Shidler Elementary, most students qualify for free and reduced lunch and test scores have \u003c/span>\u003ca href=\"https://oklaschools.com/school/988/\">\u003cspan style=\"font-weight: 400\">historically been low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s the kind of school where, typically, it’s difficult to get everyone on board with play-based learning, Hinton said. Despite those challenges, play has begun to catch on in its classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is this push for skill and drill in schools and communities where we're not passing the test,” Hinton said. It can be easy to think the solution is assigning more schoolwork and sending home more worksheets, Hinton added. That’s because worksheets are black and white — either the student knows the answer to the questions on the assignment or they don’t. But Hinton said regurgitating answers on a piece of paper isn’t a sign of understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not authentic, it’s not true learning,” she said. \"And we know from research that when it comes down to it, it hasn’t engaged enough of the brain to make it permanent learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60269\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60269\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Crystal O’Brien, center, plays with her third grade students during free play time in her classroom at Shidler Elementary School in Oklahoma City. Free play, which is when O’Brien lets students play any way they want, is a regular part of their class time. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But letting kids learn through play is hard to grasp for educators who have been trained to follow the rules and structure of a traditional school setting, said Peg Drappo, who runs the pre-K program in Watertown City School District in New York. Watertown began to increase its focus on playful learning in 2015, when the district received a federal grant that helped expand play in its pre-K program. In the seven years since, Drappo and the district’s superintendent have been helping teachers of the older grades who approached them about adding play to their own classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she was an elementary school principal several years ago, Drappo didn’t understand what playful learning was supposed to look like. Now, when she speaks at conferences on play-based learning, she tells a story about visiting a kindergarten classroom when she was a principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids were all over the place, all over the floor doing things — just like a kindergarten classroom should be. But I did not know this world of pre-K and play, so I said to [the teacher], ‘I'll come back to your classroom when you're teaching,’” Drappo said. “Now when I walk into a classroom and it’s loud and a teacher apologizes, I say, ‘Stop apologizing. This is how it’s supposed to sound.’”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60271\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60271\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A group of third graders in Crystal O’Brien’s class at Shidler Elementary School in Oklahoma City play with toys during a part of class time in which they are allowed to play however they want. At other times of the day, O’Brien guides the students through playful lessons. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oklahoma, playful learning has support from lawmakers as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before becoming a teacher, Oklahoma state Rep. Jacob Rosecrants, a Democrat, thought all students were taught lessons through play. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I became a teacher back in 2012 and I realized it’s [play] not even accepted anymore as a way to learn, even in the younger grades,” Rosecrants said. “Some schools do it great, but I'm talking about the way that I learned — going outside, playing, discovering — that type of thing was not something that was focused on in any of the public schools I went to [as a teacher].” (Rosecrants left teaching in 2017 when he was elected to represent Norman, Oklahoma in the state house.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school teacher, Rosecrants said, he rebelled against the idea that students should learn via memorization, drills, and worksheets. In 2021, the Oklahoma legislature \u003c/span>\u003ca href=\"http://webserver1.lsb.state.ok.us/cf_pdf/2021-22%20ENR/hB/HB1569%20ENR.PDF\">\u003cspan style=\"font-weight: 400\">passed a law\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that encourages the use of play in pre-K through third grade classrooms. The law, which was written by Rosecrants with bi-partisan assistance, also forbids administrators from prohibiting educators’ use of a play-based approach to teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I've had a lot of teachers who asked me to print it out so they can post it in their classroom, because administrators will come in and be like, ‘Hey, we gotta hit this standard, what are you doing?’ And they're like, ‘Well, we're hitting this standard, but we're [doing it] with blocks,’” Rosecrants said. “I want to add a piece to [the law] probably this year … to require training for play-based learning for all administrators in pre-K through third grade.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60273\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Educators at Blake Manor Elementary School say that students learn important math and problem-solving skills while they build, code and play with robots. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools are trying to increase play by turning to STEM-focused activities, like building robots with Lego Education products. Manor Independent School District, a district of about 9,000 students just east of Austin, Texas, launched a robotics program around a decade ago, in an attempt to bring more playful learning to students in the early years of elementary school. For several years, robotics was mostly confined to an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jacob Luevano, the innovative teaching strategist at Manor ISD, said he has been working to train teachers to integrate robotics into their classrooms. “I think now more than ever, we need [playful learning] in the classrooms,\" Luevano said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, Luevano has had more success in getting robotics activities introduced to classrooms in kindergarten through second grade than in upper elementary, which he attributes, in part, to the pressure of standardized testing that starts in third grade. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60272\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60272\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary7-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\">\u003cfigcaption class=\"wp-caption-text\">A student at Blake Manor Elementary School in Manor, Texas, works on a Lego Robotics program during a morning meeting of the school's robotics club. The Manor Independent School District is trying to increase play opportunities for students by using Lego Robotics. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">As children recover from the isolation of the Covid-19 pandemic, active, playful learning is more important than ever because it strengthens social and emotional skills, said Hinton in Oklahoma City. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This isn't just about play. This is about building relationships, and social-emotional learning,” Hinton said. “Sometimes when an adult is losing their mind about something, I think: I wonder what your play behaviors were like as a child?” It helps, she clarifies, if children have already experienced losing in a cooperative setting — whether at Monopoly, Hi Ho! Cherry-O or another game. “How you handle that, it says a lot about where you are in your social emotional development,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In O’Brien’s classroom in Oklahoma City, there are no desks. Instead, students sit at round tables or on a rug in front of the whiteboard, depending on the activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, the class learned about static electricity. O’Brien set up stations with different items — balloons, tissue, paper — to show the kids how static electricity works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I asked them to figure out how they could make these different materials move without directly touching them,” O’Brien said. After that, she led a discussion on what the students discovered and presented them with some technical, scientific terms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year is O’Brien’s first back at Shidler Elementary. She left the district in 2021 to get a master’s degree in early childhood education and work at a private preschool in Colorado that uses the \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/19/parenting/reggio-emilia-preschool.html\">\u003cspan style=\"font-weight: 400\">Reggio Emilia approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to teaching, an approach born in Italy that encompasses significant play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other play-based programs, Reggio Emilia is most often seen in private and affluent preschool classrooms. When O’Brien made the decision to return to Shidler Elementary, she was partly on a mission to bring play-based learning to a public setting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not something that should just be for the elite, and I think all children can benefit from learning this way,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/in-elementary-classrooms-demand-grows-for-play-based-learning/\">play-based learning\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Reporter newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Jackie Mader contributed reporting to this story.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Correction: This story has been updated to note that Manor ISD in Texas is using LEGO Education products.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60255/in-elementary-classrooms-demand-grows-for-play-based-learning","authors":["byline_mindshift_60255"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_767","mindshift_21078","mindshift_20720","mindshift_21101","mindshift_21214","mindshift_21184","mindshift_46","mindshift_498"],"featImg":"mindshift_60268","label":"mindshift"},"mindshift_60248":{"type":"posts","id":"mindshift_60248","meta":{"index":"posts_1591205157","site":"mindshift","id":"60248","score":null,"sort":[1668510059000]},"guestAuthors":[],"slug":"the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like","title":"Young kids benefit from play. But what should it look like?","publishDate":1668510059,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">SEATTLE — On a bright October morning, two dozen 4- and 5-year-olds were scattered around a classroom at Impact Salish Sea Elementary in south Seattle, enthralled by plastic food, dolls, blocks and clay. In the center of the room, four children buzzed around a wooden play kitchen, mixing various pretend food items in pots and pans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m making chocolate cupcakes,” proclaimed Rosa, age 5. A few feet away, Jordyn, 4, was carefully washing plastic dishes in a bright red sink filled with water, before drying them off with a blue towel. When their teacher, Shareece DeLeon, took a seat at a pint-sized table in the middle of the kitchen, the children paused and turned to look. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our customer is here!” one student proclaimed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With challenging elementary standards and kindergarten readiness assessments looming, some may question whether educators should be spending so much time on play. But child development experts agree that this type of playful activity is exactly what young students should be doing every day — now more than ever since young children lost crucial opportunities to play and build social and pre-academic skills during the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play is uniquely imperative for young children given that the parts of the brain that are most developed in the earliest years are those that respond to play and activity, experts say. Young children have shown \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">improved language skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, math skills and problem-solving skills after playing. Certain types of \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12695\">\u003cspan style=\"font-weight: 400\">imaginative play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to improve perseverance. When children play, their brains release \u003c/span>\u003ca href=\"https://www.primalplay.com/blog/play-and-the-feel-good-hormones\">\u003cspan style=\"font-weight: 400\">chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that can impact memory, motivation, attention and mood, and help regulate emotions and support social skills. Play is so powerful, there is evidence that it can \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">close achievement gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between children ages three to six.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t have to see it as a choice between play or academics, play should be academics for preschoolers,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Alissa Mwenelupembe, the senior director for early learning program accreditation at the National Association for the Education of Young Children (NAEYC)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does that look like? Experts and educators \u003c/span>\u003cspan style=\"font-weight: 400\">generally agree on \u003c/span>\u003ca href=\"https://www.naeyc.org/our-work/families/five-essentials-meaningful-play\">\u003cspan style=\"font-weight: 400\">a few main principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to quality play for young kids: It should be a defining feature of the day and not just a brief diversion, like recess; there should be some element of choice — allowing kids to pick an activity and decide how to pursue it; it should be enjoyable and spontaneous; and in most cases, a supportive adult should provide at least some guidance and help reinforce academic and social emotional concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond those tenets, what learning through play looks like on the ground — or playground, as the case may be — can vary greatly based on a program’s approach or philosophy. Play in early ed settings is more deliberate and nuanced — not to mention important — than the casual observer realizes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “When you’re actually really being intentional with how they’re going to play, they do pick up a lot more and they understand a lot more,” said DeLeon. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60263\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60263\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK2-800x533.jpg\" alt=\"A teacher accepts plastic food items from one of her students.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Shareece DeLeon, a teacher at Impact Public School’s Salish Sea Elementary, accepts plastic food items from one of her students during a 90-minute block of play time. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Impact Salish Sea Elementary, one of three elementary charter schools in the Seattle area run by Impact Public Schools, educators focus on “imaginary play,” like pretending to run a restaurant or hospital, as a tool to teach young children self-regulation and cognitive skills. The approach is partially inspired by Russian developmental psychologist Lev Vygotsky, who saw \u003c/span>\u003ca href=\"https://www.child-encyclopedia.com/play-based-learning/according-experts/role-make-believe-play-development-self-regulation\">\u003cspan style=\"font-weight: 400\">imaginative play as a critical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support a child’s development. This differs from “immature play,” where children “don’t interact with each other and flit from thing to thing,” said Deborah Leong, co-founder and president of Tools of the Mind, the organization behind the curriculum used by Impact and \u003c/span>\u003ca href=\"https://toolsofthemind.org/learn/locations-alignments/\">\u003cspan style=\"font-weight: 400\">dozens of other school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> districts and charter schools nationwide.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers act as “play mentors” to help children develop and create a scenario, build props, and plan out their play. Classrooms embrace themes — like grocery store or home — and transform their space accordingly. Children have around 90 minutes each day for this play time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This daily experience ultimately supports the development of “mature” play, where children are able to stay in pretend roles for a longer period of time, Leong said. “It’s the foundation for being able to imagine a world that’s different from what you’re living in,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60266\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK5-800x533.jpg\" alt=\"The front of a school building with bricks and windows. The school name, Impact, is written above the double door entrance.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Impact Salish Sea Elementary, in south Seattle, is one of three charter schools run by Impact Public Schools. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few weeks into the school year, the students at Impact Salish Sea were still learning the routines of their transitional kindergarten classroom, a year meant to prepare 4- and 5-year-olds for kindergarten. Play period began one mid-October morning with students picking a colorful clothespin from a board and affixing it to their shirt. The different colors of the clothespins corresponded to various play centers in the classroom. As children fanned out across the room, the classroom’s two teachers circulated. They stopped to watch various students, asking questions about their play, and encouraging them to count as they used blocks to build rocket ships or problem solve when the water in the sink became too cold. When a young charge approached DeLeon after the doll she wanted was taken by another student, DeLeon encouraged her to go talk to her peer and try to work it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While such classrooms can look different from traditional elementary classrooms, and even appear chaotic at times, students are indeed learning how to interact with their peers and solidifying early math, science and literacy skills. “It’s not just play for play’s sake,” said Lauren Ellis, senior director of programs at Impact Public Schools, though free play is also important, she added. Students at Impact also receive nearly an hour of recess a day, play games throughout the day and have a block of free play near the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having frequent opportunities to play is something experts with NAEYC look for when assessing the quality of preschools. Regardless of the school’s curriculum or approach, NAEYC evaluators want children to be engaged in play and have some choice about their activities for a “substantial” part of the day, said Mwenelupembe.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One sign of quality play is when children are interacting with materials and peers, she added. Teachers should be asking questions that “stretch” emerging knowledge, and helping children navigate conflicts. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60264\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK3-800x533.jpg\" alt=\"Two children play with blocks and other tools during a morning play session at Impact Salish Sea Elementary.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students at Impact Salish Sea Elementary play during a long, morning play session. The school uses a curriculum by Tools of the Mind that emphasizes imaginative play. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play can be seen as a spectrum, ranging from direct, teacher-led instruction on one end, to free play on the other, said Kathy Hirsh-Pasek, a professor of psychology at Temple University and senior fellow at the Brookings Institution. While there are benefits to other types of play, the sweet spot for classrooms is in the middle at “guided play,” she added, where children play with a learning goal in mind and educators provide gentle guidance. That does not, however, include activities that some teachers may view as play, she added, like making letters out of Play-Doh. “That is direct instruction in play clothes,” she said, since children are being told exactly what to do with their materials.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet some play advocates lean more toward a form of free play that includes no adult-directed learning goal or teacher direction. AnjiPlay, a philosophy that originated in the Zhejiang Province of China about 20 years ago and has pilot programs around the world, provides children with at least two hours of uninterrupted outdoor play each day using materials like \u003c/span>\u003ca href=\"http://www.anjiplay.com/materials\">\u003cspan style=\"font-weight: 400\">ladders, barrels and climbing cubes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children have additional play time inside, read daily and spend time reflecting on their play through drawings and discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal, as stated on the organization’s website, is to enable “\u003c/span>\u003ca href=\"http://www.anjiplay.com/rights\">\u003cspan style=\"font-weight: 400\">deep and uninterrupted engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in a chosen play activity. While teachers are on hand, they do not steer or guide students at all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Children make the distinction between play that belongs to them, and play that is coming from somebody else,” said Jesse Coffino, CEO of Anji Education, Inc. and chair of the True Play Foundation. “I don’t see guided play as play,” he said. “There’s specific learning outcomes that an adult has decided are important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of child-led, free play is beneficial and all too often lacking, said Doris Bergen, a distinguished professor emeritus at Miami University of Ohio’s Department of Educational Psychology whose research has focused on child development and play. Bergen finds it worrisome when “children have too much structured time when they’re young,” adding that they should be permitted to make up their own rules and pursue their own interests at least part of the time. “They need to have some control, and some time where they are deciding what to do … and where to be, and what to use.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60261\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK6-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Experts say providing ample time for play is even more important now than ever, helping to mitigate the impact of the pandemic on young children, many of whom missed out on opportunities to play and build relationships with their peers. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The obstacles to introducing more play opportunities can be formidable: \u003c/span>\u003ca href=\"https://slate.com/human-interest/2014/11/teaching-pre-k-higher-standards-not-enough-training-and-the-importance-of-purposeful-play.html\">\u003cspan style=\"font-weight: 400\">Rigorous\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academic concepts are \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/307895775_Pulling_preK_1_into_a_K-12_orbit_the_evolution_of_preK_in_the_age_of_standards\">\u003cspan style=\"font-weight: 400\">sliding down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the preschool years as kids are prepped for more challenging early elementary grades. In addition, research shows teachers may not have support for play-based learning from some school \u003c/span>\u003ca href=\"https://www.naeyc.org/resources/blog/academics-vs-play\">\u003cspan style=\"font-weight: 400\">principals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who don’t understand that young children learn most readily through play, or teachers may get \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/1350293X.2019.1678717?src=recsys\">\u003cspan style=\"font-weight: 400\">pushback from parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who fear children won’t be prepared for kindergarten. Play and free-choice time can be even more restricted in classrooms that serve \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200609000726?via%3Dihub\">\u003cspan style=\"font-weight: 400\">high rates of low-income, Black or Hispanic children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, research shows. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the constraints many teachers are under when introducing or \u003c/span>\u003ca href=\"https://thechart.blogs.cnn.com/2012/01/04/playtime-for-preschoolers-essential-study-says/\">\u003cspan style=\"font-weight: 400\">expanding play time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, some experts try not to get consumed in debates over approach. Instead, they say, they advise educators to get going however they can. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any amount of play someone brings, we should be celebrating it,” said Sally Haughey, a former early childhood educator who taught in public and private settings for nearly 20 years before founding an organization that trains educators in play-based learning. Teachers who want to include more play can start simply by adding some student-led play time in their day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Start with what’s freely chosen and just keep expanding it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if teachers have a strict curriculum to teach, it’s possible to infuse more play, said Temple’s Hirsh-Pasek. “It’s redoing the mindset of how you teach the curriculum,” she added, like swapping out a worksheet about numbers with a physical activity where kids can jump, run and compare distances to learn about counting, adding and subtracting. More training and support could help. “It’s imperative that we start putting it in teacher preparation right now,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amber Unger, a pre-K teacher in Milwaukee who has been teaching for 14 years, encourages teachers to look at their schedules to find a few minutes a day to add or expand free-choice play. If teachers typically start the day with desk work, for example, she suggests swapping that out with play time, even just once a week to start. Unger’s efforts are supported by her district, which has embraced a play-based approach to pre-K, but she knows other teachers who don’t have that support. “We all have different situations,” she said. “You just need to do the best you can with the knowledge and experience you have.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60262\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK1-800x533.jpg\" alt=\"A 4-year-old child washes dishes as part of a classroom activity.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Jordyn, 4, washes dishes during a unit about the home in one of Impact Salish Sea’s transitional kindergarten, or TK, class. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unger, who also runs a \u003c/span>\u003ca href=\"https://creamcityteacher.com/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which helps teachers incorporate play-based learning strategies, slots a “play workshop” into her longest, uninterrupted block of time each day. During that time, children are free to play at 17 different centers around her classroom. Over the past few years, she has increased the amount of play in her room by looking for opportunities to make moments “playful” during the day: encouraging students to pretend to be butterflies while walking down the hallway or using playful activities to reinforce skills taught during brief periods of direct instruction, like making patterns out of shells and corks. “Play is the vehicle to make that happen,” she said. “I 100 percent, confidently believe that play allows our students to practice what we are teaching them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Unger said it’s taken years of research and practice to nurture her approach to play-based learning, and she is still learning and finding what works best for her students. “I definitely see more opportunities for play than what I did five years ago,” she said. “I was so hung up on doing play ‘right’ … There isn’t a right way and a wrong way to do play.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/the-complex-world-of-pre-k-play/\">learning through play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation. Sign up for \u003ca href=\"https://hechingerreport.org/earlychildhood/\">Hechinger Report newsletters\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Correction: This article has been updated to reflect Lauren Ellis’ job title.\u003c/p>\n\n","blocks":[],"excerpt":"Young kids benefit from learning through play. But what should it look like?","status":"publish","parent":0,"modified":1668614122,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2376},"headData":{"title":"Young kids benefit from play. But what should it look like? - MindShift","description":"Experts and educators agree that play should be central to pre-K. It should also involve choice and reinforcement of learning by adults.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Young kids benefit from play. But what should it look like?","datePublished":"2022-11-15T11:00:59.000Z","dateModified":"2022-11-16T15:55:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60248 https://ww2.kqed.org/mindshift/?p=60248","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/15/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like/","disqusTitle":"Young kids benefit from play. But what should it look like?","nprByline":"Jackie Mader, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">SEATTLE — On a bright October morning, two dozen 4- and 5-year-olds were scattered around a classroom at Impact Salish Sea Elementary in south Seattle, enthralled by plastic food, dolls, blocks and clay. In the center of the room, four children buzzed around a wooden play kitchen, mixing various pretend food items in pots and pans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m making chocolate cupcakes,” proclaimed Rosa, age 5. A few feet away, Jordyn, 4, was carefully washing plastic dishes in a bright red sink filled with water, before drying them off with a blue towel. When their teacher, Shareece DeLeon, took a seat at a pint-sized table in the middle of the kitchen, the children paused and turned to look. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our customer is here!” one student proclaimed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With challenging elementary standards and kindergarten readiness assessments looming, some may question whether educators should be spending so much time on play. But child development experts agree that this type of playful activity is exactly what young students should be doing every day — now more than ever since young children lost crucial opportunities to play and build social and pre-academic skills during the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play is uniquely imperative for young children given that the parts of the brain that are most developed in the earliest years are those that respond to play and activity, experts say. Young children have shown \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">improved language skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, math skills and problem-solving skills after playing. Certain types of \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12695\">\u003cspan style=\"font-weight: 400\">imaginative play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to improve perseverance. When children play, their brains release \u003c/span>\u003ca href=\"https://www.primalplay.com/blog/play-and-the-feel-good-hormones\">\u003cspan style=\"font-weight: 400\">chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that can impact memory, motivation, attention and mood, and help regulate emotions and support social skills. Play is so powerful, there is evidence that it can \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">close achievement gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between children ages three to six.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t have to see it as a choice between play or academics, play should be academics for preschoolers,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Alissa Mwenelupembe, the senior director for early learning program accreditation at the National Association for the Education of Young Children (NAEYC)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does that look like? Experts and educators \u003c/span>\u003cspan style=\"font-weight: 400\">generally agree on \u003c/span>\u003ca href=\"https://www.naeyc.org/our-work/families/five-essentials-meaningful-play\">\u003cspan style=\"font-weight: 400\">a few main principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to quality play for young kids: It should be a defining feature of the day and not just a brief diversion, like recess; there should be some element of choice — allowing kids to pick an activity and decide how to pursue it; it should be enjoyable and spontaneous; and in most cases, a supportive adult should provide at least some guidance and help reinforce academic and social emotional concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond those tenets, what learning through play looks like on the ground — or playground, as the case may be — can vary greatly based on a program’s approach or philosophy. Play in early ed settings is more deliberate and nuanced — not to mention important — than the casual observer realizes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “When you’re actually really being intentional with how they’re going to play, they do pick up a lot more and they understand a lot more,” said DeLeon. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60263\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60263\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK2-800x533.jpg\" alt=\"A teacher accepts plastic food items from one of her students.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Shareece DeLeon, a teacher at Impact Public School’s Salish Sea Elementary, accepts plastic food items from one of her students during a 90-minute block of play time. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Impact Salish Sea Elementary, one of three elementary charter schools in the Seattle area run by Impact Public Schools, educators focus on “imaginary play,” like pretending to run a restaurant or hospital, as a tool to teach young children self-regulation and cognitive skills. The approach is partially inspired by Russian developmental psychologist Lev Vygotsky, who saw \u003c/span>\u003ca href=\"https://www.child-encyclopedia.com/play-based-learning/according-experts/role-make-believe-play-development-self-regulation\">\u003cspan style=\"font-weight: 400\">imaginative play as a critical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support a child’s development. This differs from “immature play,” where children “don’t interact with each other and flit from thing to thing,” said Deborah Leong, co-founder and president of Tools of the Mind, the organization behind the curriculum used by Impact and \u003c/span>\u003ca href=\"https://toolsofthemind.org/learn/locations-alignments/\">\u003cspan style=\"font-weight: 400\">dozens of other school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> districts and charter schools nationwide.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers act as “play mentors” to help children develop and create a scenario, build props, and plan out their play. Classrooms embrace themes — like grocery store or home — and transform their space accordingly. Children have around 90 minutes each day for this play time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This daily experience ultimately supports the development of “mature” play, where children are able to stay in pretend roles for a longer period of time, Leong said. “It’s the foundation for being able to imagine a world that’s different from what you’re living in,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60266\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK5-800x533.jpg\" alt=\"The front of a school building with bricks and windows. The school name, Impact, is written above the double door entrance.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Impact Salish Sea Elementary, in south Seattle, is one of three charter schools run by Impact Public Schools. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few weeks into the school year, the students at Impact Salish Sea were still learning the routines of their transitional kindergarten classroom, a year meant to prepare 4- and 5-year-olds for kindergarten. Play period began one mid-October morning with students picking a colorful clothespin from a board and affixing it to their shirt. The different colors of the clothespins corresponded to various play centers in the classroom. As children fanned out across the room, the classroom’s two teachers circulated. They stopped to watch various students, asking questions about their play, and encouraging them to count as they used blocks to build rocket ships or problem solve when the water in the sink became too cold. When a young charge approached DeLeon after the doll she wanted was taken by another student, DeLeon encouraged her to go talk to her peer and try to work it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While such classrooms can look different from traditional elementary classrooms, and even appear chaotic at times, students are indeed learning how to interact with their peers and solidifying early math, science and literacy skills. “It’s not just play for play’s sake,” said Lauren Ellis, senior director of programs at Impact Public Schools, though free play is also important, she added. Students at Impact also receive nearly an hour of recess a day, play games throughout the day and have a block of free play near the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having frequent opportunities to play is something experts with NAEYC look for when assessing the quality of preschools. Regardless of the school’s curriculum or approach, NAEYC evaluators want children to be engaged in play and have some choice about their activities for a “substantial” part of the day, said Mwenelupembe.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One sign of quality play is when children are interacting with materials and peers, she added. Teachers should be asking questions that “stretch” emerging knowledge, and helping children navigate conflicts. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60264\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK3-800x533.jpg\" alt=\"Two children play with blocks and other tools during a morning play session at Impact Salish Sea Elementary.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students at Impact Salish Sea Elementary play during a long, morning play session. The school uses a curriculum by Tools of the Mind that emphasizes imaginative play. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play can be seen as a spectrum, ranging from direct, teacher-led instruction on one end, to free play on the other, said Kathy Hirsh-Pasek, a professor of psychology at Temple University and senior fellow at the Brookings Institution. While there are benefits to other types of play, the sweet spot for classrooms is in the middle at “guided play,” she added, where children play with a learning goal in mind and educators provide gentle guidance. That does not, however, include activities that some teachers may view as play, she added, like making letters out of Play-Doh. “That is direct instruction in play clothes,” she said, since children are being told exactly what to do with their materials.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet some play advocates lean more toward a form of free play that includes no adult-directed learning goal or teacher direction. AnjiPlay, a philosophy that originated in the Zhejiang Province of China about 20 years ago and has pilot programs around the world, provides children with at least two hours of uninterrupted outdoor play each day using materials like \u003c/span>\u003ca href=\"http://www.anjiplay.com/materials\">\u003cspan style=\"font-weight: 400\">ladders, barrels and climbing cubes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children have additional play time inside, read daily and spend time reflecting on their play through drawings and discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal, as stated on the organization’s website, is to enable “\u003c/span>\u003ca href=\"http://www.anjiplay.com/rights\">\u003cspan style=\"font-weight: 400\">deep and uninterrupted engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in a chosen play activity. While teachers are on hand, they do not steer or guide students at all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Children make the distinction between play that belongs to them, and play that is coming from somebody else,” said Jesse Coffino, CEO of Anji Education, Inc. and chair of the True Play Foundation. “I don’t see guided play as play,” he said. “There’s specific learning outcomes that an adult has decided are important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of child-led, free play is beneficial and all too often lacking, said Doris Bergen, a distinguished professor emeritus at Miami University of Ohio’s Department of Educational Psychology whose research has focused on child development and play. Bergen finds it worrisome when “children have too much structured time when they’re young,” adding that they should be permitted to make up their own rules and pursue their own interests at least part of the time. “They need to have some control, and some time where they are deciding what to do … and where to be, and what to use.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60261\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK6-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Experts say providing ample time for play is even more important now than ever, helping to mitigate the impact of the pandemic on young children, many of whom missed out on opportunities to play and build relationships with their peers. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The obstacles to introducing more play opportunities can be formidable: \u003c/span>\u003ca href=\"https://slate.com/human-interest/2014/11/teaching-pre-k-higher-standards-not-enough-training-and-the-importance-of-purposeful-play.html\">\u003cspan style=\"font-weight: 400\">Rigorous\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academic concepts are \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/307895775_Pulling_preK_1_into_a_K-12_orbit_the_evolution_of_preK_in_the_age_of_standards\">\u003cspan style=\"font-weight: 400\">sliding down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the preschool years as kids are prepped for more challenging early elementary grades. In addition, research shows teachers may not have support for play-based learning from some school \u003c/span>\u003ca href=\"https://www.naeyc.org/resources/blog/academics-vs-play\">\u003cspan style=\"font-weight: 400\">principals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who don’t understand that young children learn most readily through play, or teachers may get \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/1350293X.2019.1678717?src=recsys\">\u003cspan style=\"font-weight: 400\">pushback from parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who fear children won’t be prepared for kindergarten. Play and free-choice time can be even more restricted in classrooms that serve \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200609000726?via%3Dihub\">\u003cspan style=\"font-weight: 400\">high rates of low-income, Black or Hispanic children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, research shows. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the constraints many teachers are under when introducing or \u003c/span>\u003ca href=\"https://thechart.blogs.cnn.com/2012/01/04/playtime-for-preschoolers-essential-study-says/\">\u003cspan style=\"font-weight: 400\">expanding play time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, some experts try not to get consumed in debates over approach. Instead, they say, they advise educators to get going however they can. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any amount of play someone brings, we should be celebrating it,” said Sally Haughey, a former early childhood educator who taught in public and private settings for nearly 20 years before founding an organization that trains educators in play-based learning. Teachers who want to include more play can start simply by adding some student-led play time in their day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Start with what’s freely chosen and just keep expanding it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if teachers have a strict curriculum to teach, it’s possible to infuse more play, said Temple’s Hirsh-Pasek. “It’s redoing the mindset of how you teach the curriculum,” she added, like swapping out a worksheet about numbers with a physical activity where kids can jump, run and compare distances to learn about counting, adding and subtracting. More training and support could help. “It’s imperative that we start putting it in teacher preparation right now,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amber Unger, a pre-K teacher in Milwaukee who has been teaching for 14 years, encourages teachers to look at their schedules to find a few minutes a day to add or expand free-choice play. If teachers typically start the day with desk work, for example, she suggests swapping that out with play time, even just once a week to start. Unger’s efforts are supported by her district, which has embraced a play-based approach to pre-K, but she knows other teachers who don’t have that support. “We all have different situations,” she said. “You just need to do the best you can with the knowledge and experience you have.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60262\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK1-800x533.jpg\" alt=\"A 4-year-old child washes dishes as part of a classroom activity.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Jordyn, 4, washes dishes during a unit about the home in one of Impact Salish Sea’s transitional kindergarten, or TK, class. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unger, who also runs a \u003c/span>\u003ca href=\"https://creamcityteacher.com/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which helps teachers incorporate play-based learning strategies, slots a “play workshop” into her longest, uninterrupted block of time each day. During that time, children are free to play at 17 different centers around her classroom. Over the past few years, she has increased the amount of play in her room by looking for opportunities to make moments “playful” during the day: encouraging students to pretend to be butterflies while walking down the hallway or using playful activities to reinforce skills taught during brief periods of direct instruction, like making patterns out of shells and corks. “Play is the vehicle to make that happen,” she said. “I 100 percent, confidently believe that play allows our students to practice what we are teaching them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Unger said it’s taken years of research and practice to nurture her approach to play-based learning, and she is still learning and finding what works best for her students. “I definitely see more opportunities for play than what I did five years ago,” she said. “I was so hung up on doing play ‘right’ … There isn’t a right way and a wrong way to do play.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/the-complex-world-of-pre-k-play/\">learning through play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation. Sign up for \u003ca href=\"https://hechingerreport.org/earlychildhood/\">Hechinger Report newsletters\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Correction: This article has been updated to reflect Lauren Ellis’ job title.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like","authors":["byline_mindshift_60248"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_767","mindshift_21078","mindshift_20720","mindshift_21214","mindshift_21184","mindshift_46","mindshift_498","mindshift_164"],"featImg":"mindshift_60265","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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